Assessment Plan

Program: Therapeutic Recreation Advancement Curriculum

Department Mission Statement and Program Objectives

The mission of the Department of Health, Physical Education and Recreation at Chicago State University is:

• to promote and support health enhancing lifestyles to the university community through courses and programs;
• to ensure quality teacher education programs and professional preparation in physical education, recreation and health certification;
• to provide coursework to meet program requirements for several teaching majors within the College of Education;
• to provide students with quality development opportunities enhancing their knowledge, skills and professional practice; and
• to seek and develop ongoing research and funding opportunities that will continually promote quality programming.

Student Leaning Outcomes

1. Students will demonstrate a high level of knowledge in therapeutic recreation that will enable them to develop and implement therapeutic recreation programs in clinical and community settings as specified in the Therapeutic Recreation Advancement Curriculum Matrix (attached).
2. Students will demonstrate the ability to evaluate therapeutic recreation programs and assess participants related to desired outcomes—improved leisure lifestyle.
3. Students will have the knowledge and courses necessary to pass the National Council for Therapeutic Recreation Certification (NCTRC) Certified Therapeutic Recreation Exam.

Assessment

Assessment	Learning Outcome	Criteria
Therapeutic Recreation Program	1,2	A or B
Reflective Assessment	1,2	Satisfied or Very Satisfied
Alumni Survey	1,2,3	Satisfied or Very Satisfied;

 

Criteria for Assessment Instruments

Instrument #1

For the Therapeutic Recreation Program, a grade of A or B must be earned. The criteria are as follows:

Grade of A:	Students who perform at the A level demonstrate outstanding use of research and study skills. Their program demonstrates outstanding knowledge of program development, activity planning, and ability to develop program and participant behavioral objectives. Their programs exhibit excellent use of critical thinking skills—all components are logical and connected, and display creativity. The A program displays error-free and clear writing, in which others (peers) understand and can implement the program.
Grade of B:	Students who perform at the B level demonstrate excellent use of research and study skills. Their program demonstrates excellent knowledge of program development, activity planning, and ability to develop program and participant behavioral objectives. Their programs exhibit excellent use of critical thinking skills—components are logical and connected. The B program displays error-free and clear writing, in which others (peers) understand and can implement the program.
Grade of C:	Students who perform at the C level demonstrate good use of research and study skills. Their program demonstrates good knowledge of program development, activity planning, and ability to develop program and participant behavioral objectives. Their programs exhibit good use of critical thinking skills—components are logical and connected. The C program displays for the most part, error-free and clear writing, in which others (peers) understand and can implement the program.

Instrument #2

At one or more points during your CSU career, you will be asked to complete a reflective assessment instrument. It is designed to measure your own sense of how well the Therapeutic Recreation Advancement Curriculum program is meeting your academic and career goals.

Instrument #3

Within one year of program completion the department will contact you and request information about your experience after completing the program, in particular to determine how well your education at Chicago State facilitated your success in your career or job, if you were able to sit for the NCTRC Exam and if you passed the exam. You will be mailed survey instruments designed to measure your level of satisfaction with the Therapeutic Recreation Advancement Curriculum program and if you feel you were prepared for job success in terms of your academic training and preparation.

Therapeutic Recreation Advancement Curriculum Matrix

1. Students should be familiar with major concepts of recreation, therapeutic recreation, behavioral objectives, leisure lifestyle, and leisure philosophy.
   
   Courses: Rec. 5280, 5300, 5320, 5500
2. Students should understand the institutions and agencies providing therapeutic recreation services including; governmental, clinical and community.
   
   Courses: Rec. 5300, 5320, 5430, 5500
3. Students should be familiar with different disabilities, treatment modalities, and services for people who have disabilities.
   
   Courses: Rec. 5300, 5320 (Supportive Courses: Anatomy, physiology, abnormal psychology)
4. Students should be able to develop and implement programs, and behavioral objectives for a variety of clients with different disabilities and or different cultural backgrounds.
   
   Courses: Rec. 5300, 5320
5. Students should be able to implement program budgets, policies and procedures and risk management plans within different agencies—governmental, clinical and community.
   
   Courses: Rec. 5430, 5440, 5000
6. Students should be able to identify issues and trends within the areas of health care, recreation provision, addressing the needs of people with disabilities, and government regulations related to the above; in order to provide services that are viable and timely.
   
   Courses: Rec. 5430, 5440, 5500
7. Students should be able to evaluate and assess programs, services, and individuals related to their leisure lifestyle needs.
   
   Courses: Rec. 5320, 5430, 5500